Owen Street R D 3, Tikokino
View on mapTikokino Playcentre
Tikokino Playcentre - 08/08/2019
1 Evaluation of Tikokino Playcentre
How well placed is Tikokino Playcentre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Tikokino Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Tikokino Playcentre is located rurally in Tikokino Central Hawkes Bay. The centre provides two sessions weekly for 30 children, including 10 up to the age of two. At the time of this review 24 children were enrolled.
The centre is administered by Playcentre Aotearoa, Lower North Region and is supported by a regional manager. National policies are in the process of being developed and distributed to all playcentres for discussion.
The Playcentre Aotearoa philosophy, 'whānau tupu ngātahi – families growing together', is to empower parents and children to learn, play and grow together. Alongside this, the centre philosophy highlights respectful relationships as a community of learners.
Whānau and families are valued as the primary educators of their children. Curriculum planning and implementation is a shared responsibility. Responsibility for day-to-day operation is undertaken by a session support staff and centre-elected office holders. A centre support worker and centre administrator regularly visit playcentres to provide professional guidance and support, strengthen practice and promote improvement.
The January 2016 ERO report identified areas for development for the association and the playcentre. These included: assessment, planning and evaluation; engaging with Playcentre training; building te ao Māori practices; and strengthening knowledge and understanding of self review. These areas still require further development.
The review was part of a cluster of four playcentres in Central Hawkes Bay.
The Review Findings
Children are active, independent and cooperative learners. They lead their learning and make choices based on their interests, strengths and preferences. Well-resourced indoor and outdoor areas invite children into play.
Positive relationships between children, peers and adults supports children's sense of wellbeing, belonging and ownership in the centre environment. Young children are nurtured in an inclusive learning environment. The centre has positive links with the local school and transitions processes are being progressed to support children's learning pathways.
Te reo me ngā tikanga Māori are developing areas. Leaders and members identify that knowledge and understanding of te ao Māori needs to be further strengthened.
A clear process guides assessment, planning and evaluation. Curriculum planning is responsive to children's developing interests. Parents are beginning to work with the goals, ways of learning and outcomes of Te Whāriki, the early childhood curriculum. These are included in some children's individual learning plans and profiles.
An internal evaluation framework has been introduced and is in its initial stages of implementation. Members identify the need to further extend their knowledge, practice and use of evaluation for improvement.
Leaders have undertaken professional development to strengthen individual member's knowledge and understanding of early learning. There is a strong focus on increasing membership, encouraging adult education and supporting new members into centre roles. At a regional level it is timely to review, monitor and evaluate the quality of systems to support provision of this education to playcentres.
The appraisal process is currently based on annual review of successes and challenges. This requires further strengthening to better reflect roles and responsibilities and respond to building centre support workers and members' capability.
Key Next Steps
At playcentre level, priorities are to continue to:
-
build members' knowledge and understanding of Te Whāriki
-
strengthen assessment, planning and evaluation implementation
-
develop understanding and use of internal evaluation for improvement
-
include the stories of hapū and iwi, to deepen children's understanding, particularly for Māori children.
At the governance level (Playcentre Aotearoa), priorities are to continue to:
-
develop and implement national policies and procedures
-
strengthen the appraisal process for employed staff
-
provide education for members to build playcentre capability.
Recommendation
ERO recommends that the new regional team actively monitor and evaluate the quality of support provided to playcentres.
Management Assurance on Legal Requirements
Before the review, the staff and management of Tikokino Playcentre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
- curriculum
- premises and facilities
- health and safety practices
- governance, management and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
-
emotional safety (including positive guidance and child protection)
-
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
-
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
-
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified areas of non-compliance relating to Governance, Management and Administration criteria. To meet requirements the service needs to improve its performance in the following area:
-
ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A]
Since the onsite phase of the review, Playcentre Aotearoa has provided evidence to show the safety checking of its workers has been undertaken.
Phil Cowie
Director Review and Improvement Services Central
Central Region
8 August 2019
The Purpose of ERO Reports
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
2 Information about the Early Childhood Service
Location |
Tikokino |
||
Ministry of Education profile number |
55074 |
||
Licence type |
Playcentre |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children, including up to 10 aged under 2 |
||
Service roll |
24 |
||
Gender composition |
Female 13, Male 11 |
||
Ethnic composition |
NZ European/Pākehā |
21 |
|
Reported ratios of adults to children |
Under 2 |
1:2 |
Better than minimum requirements |
Over 2 |
1:2 |
Better than minimum requirements |
|
Review team on site |
June 2019 |
||
Date of this report |
8 August 2019 |
||
Most recent ERO report(s) |
Education Review |
January 2016 |
|
Education Review |
February 2013 |
||
Education Review |
October 2009 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
ERO’s Overall Judgement
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
-
Very well placed
-
Well placed
-
Requires further development
-
Not well placed
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
Tikokino Playcentre - 14/01/2016
1 Evaluation of Tikokino Playcentre
How well placed is Tikokino Playcentre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
Tikokino Playcentre is located in the rural community of Tikokino in Central Hawkes Bay. The centre is open for two morning sessions per week. It is licensed for 30 children, including ten children up to two years of age. Parents stay with their children. The premises are adjacent to the community hall.
The centre is managed as a parent cooperative with the support of experienced personnel from the Central Hawkes Bay Playcentre Association (the association).
The centre is currently going through a rebuilding stage. There has been an increase in the enrolments of infants and toddlers. Inquiring into, and catering for the learning needs of this group is a focus of the centre’s current self review.
The centre has a positive reporting history with ERO.
This review was part of a cluster of three playcentre reviews in the Central Hawkes Bay Playcentre Association.
The Review Findings
The centre philosophy ‘to learn, grow and play together’ is highly evident in the programme.
Children and parents are warmly welcomed. Children initiate their own play and actively engage in a range of learning activities relating to their interests and strengths. A well-resourced environment reflects the rural context and allows children to explore, investigate and develop physical skills.
Children are well supported by their parents and other adults. Responsive, caring and respectful relationships support children’s sense of belonging. Parents are able to attend to the needs of their infants in a caring and nurturing environment.
The programme is underpinned by Te Whāriki, the early childhood curriculum. Parents notice, recognise and respond to children’s strengths and interests. Group planning themes reflect children’s emerging interests and integrate literacy, numeracy and science. Visitors to the centre and excursions within the wider community extend children’s learning.
The current focus on planning for individual children is strengthening parents’ understanding of planning and assessment practices. Experienced parents model the writing of learning stories. Members acknowledge there is a need to continue to encourage and support parents to strengthen their understanding of assessment.
Parents discuss and document each session to evaluate the programme and play areas. This enables children’s emerging interests and learning to continue from one session to the next.
Attractive profile books capture and celebrate children’s learning, development and engagement in centre activities.
A commitment to bicultural practices is evident. Te ao Māori is reflected in the environment and routines. Parents recognise the importance of continuing to build these practices and strengthen strategies to support Māori children and their whānau. They are seeking guidance from the Māori whānau convenor.
A strong reciprocal relationship with the local school enables children to make a seamless transition from playcentre to school.
A collaborative approach values parents and the knowledge and skills they bring to the centre. There is a focus on continual improvement and building the capacity of new members.
Parents are encouraged and supported to work towards a Playcentre qualification. The association has identified that parent education is a priority. A new education convenor has been appointed.
Parents have engaged in professional learning and development to strengthen their understanding of self review. This has had a positive impact. There is an established framework which guides the process. Shifting the focus of self review from resources and the environment to teaching and learning should further improve outcomes for children.
Key Next Steps
Parents are committed to the ongoing improvement of the centre. Members and ERO have agreed that there is a need for parents, with the support of the association, to continue to:
- develop their understanding of assessment, planning and evaluation
- engage with Playcentre training
- build bicultural practices and strengthen strategies to support Māori children and their whānau
- strengthen and embed knowledge and understanding of self review.
Management Assurance on Legal Requirements
Before the review, the staff and management of Tikokino Playcentre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
- curriculum
- premises and facilities
- health and safety practices
- governance, management and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
- emotional safety (including positive guidance and child protection)
- physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
- suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
- evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Tikokino Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
14 January 2016
The Purpose of ERO Reports
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
2 Information about the Early Childhood Service
Location |
Tikokino, Central Hawkes Bay |
||
Ministry of Education profile number |
55074 |
||
Licence type |
Playcentre |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children, including up to 10 aged under 2 |
||
Service roll |
17 |
||
Gender composition |
Boys 10, Girls 7 |
||
Ethnic composition |
Pākehā |
17 |
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
0-49% |
||
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
Over 2 |
1:3 |
Better than minimum requirements |
|
Review team on site |
November 2015 |
||
Date of this report |
14 January 2016 |
||
Most recent ERO report(s) |
Education Review |
February 2013 |
|
Education Review |
October 2009 |
||
Education Review |
October 2006 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
ERO’s Overall Judgement and Next Review
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
- Very well placed – The next ERO review in four years
- Well placed – The next ERO review in three years
- Requires further development – The next ERO review within two years
- Not well placed - The next ERO review in consultation with the Ministry of Education
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.